Army'S Angels Integrated School: The Problem and Its Background

Republic of the Philippines
City of Taguig
Gen Blk 24 Lots 2, 3, 4, & 5 Salazar St. Central Signal Village
ARMY’S ANGELS INTEGRATED SCHOOL
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Competence is a personal traits or a set habits that leads to more effective and superior job performance. STEM
students competence includes a thorough knowledge of the content. Student's competencies are mainly combinations
of attitude, skills, and knowledge that student's develop and apply for successful learning, living and working (Alberta's
Curriculum).
The benefits or good career opportunities of senior high school STEM students are one of the most relevant and
necessary topic that every students must to know in AAIS. These opportunities definitely describe the advantages for
those who were currently involved in STEM strand which inspired us to make this research gradually approved and
possible. The content of this research is to provide ideas and data's that will be conducted through survey to find out all
benefits or more specifically good career opportunities.
The target people of the research was primarily the senior high school students who was in STEM strand of
Army's Angels Integrated School which will be also the research respondents on contributing research data's. The
contents will be organized sequentially through the proper steps to make the research presentable, informative and
understandable. The research purpose will also include the following observable complications and problems that may
outcome in terms of finding out the participants experiences, thought and impressions while currently involved from
what strand they are in. The research will show out the specific answers and solutions connectively on the research
topic, problem and results In addition the aim of the research is to aware the students mind and own perceptions on
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what are the benefits or career opportunities that they can get, guide them properly on how the students will use it and
specially on how they will manage their selves through the many kinds of competencies for the students to be able to
grab the opportunities cautiously. The research was extremely helpful for the current generation and for future uses
because back on the days that DepEd starts and applied the K-12 program, many students are been involve
unexpectedly, not properly aware and not prepared on how the new curriculum works. The aims of the research was to
help, guide and inform every individual to be more practical and decisively for the purpose of maintaining the right
competencies that a student must apply to achieve a good career opportunities.
Background of the Study
Science, Technology, Engineering and Mathematics are the educational disciplines which is the foundation of
STEM, a loose term used to describe education and careers that directly relate to hard sciences. This type of education
and the careers that follow are essential to the long term success of our country. That's why STEM experts are needed
so that they can enhance medicine, reduce environmental impact, find more efficient ways to manufacture and develop
high-quality facilities.
In terms of competencies that are required for STEM students, it was also for a student to apply a good such as
in learning a particular knowledge, having an efficient way of communication and gathering important information.
Once these competencies are applied a student will be able to be an intelligent and skillful that will lead on being a
achiever. In this way the STEM students have a more and many chance of having good career opportunities upon on
their college degree.
Not all STEM careers require a college degree; some good careers such as welding and manufacturing
technician, need only an industry certification of a two year degree. But the large majority of STEM job require some
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education after high school. The STEM disciplines are interesting and challenging. They can help prepare you for careers
in fields that pay well and are relatively abundant. STEM jobs are increasing at a faster rate than non-STEM jobs for
students with past-secondary education. Also the competencies such as Learning Cognitive Competence,
Communication Competencies and Information Competencies while studying in STEM strand are applicable to almost all
careers and actually in demand for most.
Even though STEM majors are offered at almost every college in the country, it's largely believed that Philippines
is lacking these competencies and falling behind in the hard sciences. Right or wrong, it’s a common argument that we
have too many people with philosophy and literature majors and not enough people who can build a bridge, design
industrial equipment or develop energy technology.
While Philippines need for more STEM graduates is debatable, one thing is fairly certain; people with STEM
degrees are likely to find high-paying, long term, rewarding careers. If you are thinking about a STEM major, you owe it
to yourself to learn more about the field through the use of competencies. You need to understand what STEM is (and
what is not), as well as which majors would be the best for your future. With the right competency approaches, we can
get the perfect degree and launch a STEM career opportunities that enrich our lives, make a sizable income and keep us
busy for decades.

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Theoretical Framework
FIGURE 1. (Planned Happenstance Theory)
John Krumboltz's planned happenstance theory makes it OK to not always plan,
because unplanned events could lead to good careers. A student looks optimistic an optimistic outlook can help turn
serendipity into opportunity. John Krumboltz is an established career theorist. He most recently developed ideas about
supporting indecision in clients. He states that indecision is desirable and sensible, as it allows the opportunity for clients
to benefit from unplanned events. This theory is called planned happenstance.
This emerging theory specifically addresses the need for people to deal with
change within the rapidly changing labour market. Managing life transitions is seen as an essential career management
skill. Krumboltz’s theory offers insight on how to deal with the limited degree of control we have over some career
experiences.
At the core of this theory is the fact that unpredictable social factors, chance events and environmental factors
are important influences on clients’ lives. As such, the counselor’s role is to help clients approach chance conditions and
events positively. In particular, counselors foster in their clients:

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Curiosity to explore learning opportunities. Persistence to deal with obstacles flexibility to address a variety of
circumstances and events. Optimism to maximize benefits from unplanned events.
Krumboltz states that people with these qualities are more likely to capitalize on chance events and
turn serendipity into opportunity. Furthermore, several factors have been highlighted as being helpful in career
management, including: The commitment to ongoing learning and skill development. Ongoing self-assessment and
feedback from others, Effective networking achieving work-life balance financial were planning to incorporate periods of
unemployment.
Conceptual framework
In this figure the Input-Process-Output that was used by the researchers is a guide for their study.
For the Input part, the independent variables include the profile of the respondents in terms of; Gender, Age,
and Educational Level. The level of competency of STEM students describes as assesses by the 2 groups of respondents:
Learning-cognitive competence; Communication competences; Information competences. Is there a significant
difference between the assessments of the groups of respondents? Is there a assessments of the respondents
significantly affected by their profile variables? Based on the result of the study, what benefits can be provided to
achieved a good career opportunities?
For the Process part, the researchers over sighted researchers made survey questionnaires; Use of statistical
apparatus; Analysis and interpretation of the students and student’s profile.
For the Output part, it contains on achieving good career opportunities in Science, Technology, Engineering, and
Mathematics.
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FIGURE 2
Conceptual Paradigm
INPUT PROCESS OUTPUT

1. Profile of the Over sighted of Achieving good career
respondents in terms of: researchers-made survey opportunities in coverage
Gender, Age, and questionnaires of Science, Technology,
Educational Level. Engineering, and
Mathematics
2. What is the level of
competency of STEM Use of statistical
students described as apparatus
assesses by the 2 groups
of respondents as to the
following: Learning-
Analysis and
cognitive competence,
Interpretation
Communication
competences, and
Information competences.
3. Is there significant
differences between the
assessments of the groups
of respondents?
4. Is there assessments of
the respondents
significantly affected by
their profile variables?
5. Based on the result of

the study, what benefits
can be provided to
achieved a career
opportunities?
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STATEMENT OF THE PROBLEM
This study aims to assess the level of competency of STEM students in AAIS. It will be assessed by the
respondents themselves. The result will be used as basis for achieving career opportunities in coverage of science
technology and mathematics.
1. What is the profile of the STEM students in terms of the following:
1.1 Gender
1.2 Age
1.3 Educational Level
2. What is the level of competency of STEM students described as assesses by the 2 groups of respondent
as to the following:
2.1 Learning-cognitive competence

2.2 Communication competences
2.3 Information competences
3. Is there significant difference between the assessments of the groups of respondents?
4. Is there assessment of the respondents significantly affected by their profile variables?
5. Based on the result of the study, what benefits can be provided to achieved a good career opportunities?
Hypothesis
1. There is no significant difference between the assessments of the two groups of respondents.
2. There is no significant difference between the respondent's competency levels when grouped according to their
profile variables.
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Significance of the Study
The researchers believe that the findings of the study will be valuable to the following:
AAIS Admin. The school admin benefits for it will serve as one of the basis for enhancing and assessing methods
to the students so that they can able to know what competencies are needed to achieve career opportunities.
Teachers. The output of the study will contribute to improve and enhance their teaching procedures in different
kinds of competencies for STEM students to achieve career opportunities.
Parents. The product of this study will provide information on what competencies does a student need to make
them be successful on getting opportunities.
Student. The findings of the study will improve, enlightened and become beneficial to them as the main receiver
of the knowledge about the competencies impact to their minds in achieving career opportunities.
Future Researchers. This research can serve as reference in conducting a study of the same topic. The valued
information contained herein may be used to enrich their review of related literature and studies.
Scope and Limitation of the Study
This study restricted only to the STEM students of Army's Angels Integrated School. In spite of this, the study
focuses only on the competency level of the STEM students of AAIS.

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Definition of Terms
To better understand the study, the following terms are operationally defined.
Addition - the action or process of adding something to something else.
Cautiously - in a way that deliberately avoids potential problems or dangers.
Complication - a circumstance that complicates something; a difficulty.
Competencies - the ability to do something successfully or efficiently.
Conduct - the manner in which a person behaves, especially on a particular occasion or in a particular context.
Connectively - something that connects. A word used to connect words, phrases, clauses, and sentences, as a
conjunction.
Contents - satisfy (someone) or a state of satisfaction.
Curriculum - the subjects comprising a course of study in a school or college.
Decisively - in a manner that settles an issue convincingly or produces a definite result.
Extremely - to a very great degree; very.
Gradually - in a gradual way; slowly; by degrees.
Impressions - an idea, feeling, or opinion about something or someone, especially one formed without
conscious thought or on the basis of little evidence.

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Informative - providing useful or interesting information.
Practical - of or concerned with the actual doing or use of something rather than with theory and ideas.
Perception -Addition - the action or process of adding something to something else.
Primarily - for the most part; mainly.
Presentable - clean, well dressed, or decent enough to be seen in public.
Sequentially - by forming or following a logical order or sequence.
Specifically - in a way that is exact and clear; precisely
Superior - higher in rank, status, or quality.
Acronyms
AAIS - Army’s Angels Integrated School.
DepEd - Department of Education.
STEM - Science Technology Engineering and Mathematics.

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CHAPTER 2
REVIEW AND RELATED LITERATURE
Foreign literature
Students to develop and practice many language skills, contribute to the development of linguistic
Competence, introduces the student to the specific aspects of foreign language culture, and enriches his
Cultural background. Much reading gives "...the opportunity to let a considerable number of language
Patterns - grammatical structures and lexical combinations) pass through the perception of students", in
Order to form speech motor models of language and speech material. So reading foreign literature
Feasible for students should be an integral, equal component of the pedagogical process of teaching
Foreign languages. Besides, there are 4 types of the use naturalness of phraseological units that are
typical for literary read: 1. Phraseological units sound natural in the author's narration, where they
correspond with the style and the content. 2. Phraseological units sound natural in speech of the
characters. 3. Phraseological units sound natural as they correspond with the described society, time
and circumstances. 4. Naturalness related to the number of use. M. Balakireva (1998) admits that within
the framework of individual reading, students have the opportunity to express their opinion and to
evaluate the artwork, the characters and situations. Lessons on individual reading form students'
independent attitude to the surrounding world and develop creative thinking and humanistic value
orientations. In addition, O. V. Procurorova (2006) states the in the process of PU teaching individual
reading also has the following advantages:
1. Natural communication. 2. The expression of emotional and evaluative attitude to the read
makes naturally motivated use of PU possible. 3. Discussed in the classroom individual reading
topics are of a problematic nature, promote the spontaneous use of PU during the conversation
(Procurorova, 2006). Important that a lesson’s communication will be effective only if it has a
rational organization that includes considering students’ age, personal orientation and the
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peculiarity of a subject. V. M. Fadeev (1979) says that one of the teacher’s tasks is to search for
an adequate and reasonable literature. Texts must be feasible and suit pupils’ age and D. N.
Davletbaeva et. al. 1250 © Author(s), International J. Sci. Env. Ed., 11(6), 1247-1255 mental
abilities. In addition, the chosen literature must meet students’ interests and be relevant to a
particular situation. Moreover, literary texts should also offer: 1) the vivid and entertaining plot;
2) the emotional presentation of the material; 4) the thematic closeness of the subject to
students’ life experiences and interests; 5) the possibility to organize exciting conversations and
debates based on controversial students’ judgments; 6) the possibility to conduct various
situational transformations of the substance of the text or passage (Fadeev,1979); 7) the
educational value. In addition, there are several special requirements: — text should be rich in
phraseological units, and they should be evenly distributed throughout the text, — the use of
phraseological units in characters speech should be appropriate and natural. Another significant
poin of view on the productivity and success of the lessons of individual reading was offered by
Z. I. Klichnikova (1973). She claims that the teacher is required to compile the most effective
exercises for developing the skills and abilities of pupils. Moreover, before working with selected
literature the teacher should take into account the willingness of the students to read the text.
E. N. Solovova (2010) emphasizes that the work on a literary text should be carried out
systematically. Usually there are 3 distinguished stages in working on the text for reading: pre-
text stage, motivation among students, to reduce potential language and speech difficulties. The
next stage is actually the stage of reading as a process of obtaining the text stage, post-text
stage. There are several targets to be set on a pre-text stage, e.g. to determine a speaking task
for the first text reading, to create necessary information from the text. At this stage the aim of
the teacher is to control the level of language and speech skills formation and to encourage their
further development. Post-text stage is used as a support for the development of oral and
written speech skills. Conversations and discussions of a text are inevitable components at this
stage of reading process. It is important to remember that such conversations should also
include discussions on why this or that idiom was used by an author, what function it performs,
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what its emotional component and meaning is, how it transforms the meaning of the statement,
etc. Teacher should remember that the success of foreign literature use is largely determined by
the correct selection of vocabulary and phraseology. The most important selection criteria are
the authenticity of phraseological units and their frequency of use in a natural English speech.
The achievement gap between men and women in science, technology, engineering, and mathematics (STEM)
disciplines in college and graduate study is narrowing, with more women pursing degrees in STEM. However, the
representation of women in STEM-related careers, especially in engineering, is disproportionately low (Halpern et al.,
2007). Motivational theories have been relatively unstudied in relation to gender differences in STEM. These theories
consider goal choice, intensity of effort, and persistence related to goal attainment. Expectancy-value models of
motivation have been used to understand educational choices related to education in STEM (Eccles, 1994; Eccles &
Wigfield, 2002). These models consider the values an individual places on different types of activities and the
expectations that effort will lead to valued rewards. Two important components of these theories are (a) interest, which
is a determinant of the valence components of expectancy-value models, and (b) self-concept, which is a determinant of
both interest and expectation of success for a task. Research shows that gender differences in interest and self-concept
(typically assessed with self-report measures) significantly affect the choice to pursue STEM related studies and careers,
as well as performance in STEM (Halpern et al., 2007; Marsh, Trautwein, Lüdtke, Köller, & Baumert, 2005; Seymour &
Hewitt, 1997). The purpose of this literature review is to examine research on gender differences in STEM-related
interest and self-concept, to consider the implications of this research, and to provide practitioners with useful
information on how to influence interest and self-concept in STEM. Interest and Self-Concept Definitions Interest
judgments are defined as relatively stable preferences that are focused on objects, activities, or experiences (Hidi, 1990;
Schiefele, Krapp, & Winteler, 1992). Greater congruence between one’s interests and one’s environment leads to
greater satisfaction, performance, and persistence in activities (i.e., Achter, Lubinski, Benbow, & Eftekhari-Sanjani, 1999;
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Ackerman, Bowen, Beier, & Kanfer, 2001; Eccles & Wigfield, 2002; Köller, Baumert, & Schnabel, 2001; Leuwerke,
Robbins, Sawyer, & Hovland, 2004; Schaefers, Epperson, & Nauta, 1997; Schiefele et al., 1992). Academic interests direct
effort toward learning in a domain (Ackerman, 1996) and are correlated with a multitude of academic and occupational
outcomes including course selection, achievement, and persistence in a given field of study or career. In fact, academic
interest in a specific domain (e.g., physics, math, English) is correlated with achievement in that domain. For example,
students who are interested in computers typically earn better grades and enroll in more computer science classes than
students who do not share this interest (Schiefele et al., 1992). Furthermore, loss of interest in STEM fields was the most
frequently cited reason that college students gave for switching out of STEM majors (Seymour, 1995).
Self-concept. Self-concept is defined as self-perceptions that fundamentally influence behavior (Rosenberg, 1979;
Shavelson, Hubner, & Stanton, 1976). Like interest, self-concept is an important indicator of educational choice and
achievement (e.g., it predicts course selection and success in secondary and postsecondary education; Eccles, 1994;
Guay, LaRose, & Boivin, 2004). Moreover, academic self-concept predicts academic achievement and performance
beyond prior achievement and interest (e.g., Bandura, 1997; Marsh et al., 2005). Self-concept versus self-efficacy.
Although both self-concept and self-efficacy (a motivational construct also related to academic achievement; Bandura,
1997) involve a judgment of competence within a domain, academic self-concept and self-efficacy are two distinct
constructs. Academic self-concept refers to a person’s perceptions and knowledge about the self in an academic
achievement situation (e.g., I solve math problems easily). Self-concept judgments often include an affective judgment
related to how much an individual likes the domain (e.g., I enjoy my science classes; Bong & Skaalvik, 2003). In contrast,
self-efficacy is defined as a judgment about one’s ability to organize and execute the courses of action necessary to
attain a specific goal (e.g., I can successfully solve algebraic equations involving fractions; Bandura, 1997). Self-concept
and self-efficacy are related in that individuals will have more self-efficacy for tasks they consider central to their self-
concept and for tasks that they enjoy (e.g., Jane will be more confident in her ability to solve algebra problems if she
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enjoys math and thinks of herself as someone who is good at math; Bong & Skaalvik, 2003). Development of Interest and
Self-Concept Interest and self-concept are thought to develop through a reciprocal relation with achievement, which can
be described in three overall steps. First, achievement in a domain positively influences the development of self-concept
in that domain (e.g., I did well in a chemistry class and conclude that I am good at chemistry). This self-concept will, in
turn, positively influence interest in that domain (e.g., I’m good at chemistry so I’m interested in taking more chemistry
courses). Increased interest will lead to the pursuit of more achievement experiences in the domain, and the cycle will
continue (Guay, Marsh, & Boivin, 2003; Marsh et al., 2005; Nagy, Trautwein, Baumert, Köller, & Garrett, 2006). In
addition to interest and achievement, other factors that have been identified as important in the development of self-
concept (Skaalvik & Skaalvik, 2002) are: (a) Causal attributions: whether students attribute success or failure to their
own action, or to external factors or chance. For example, if Mary does well in physics, and attributes her success to her
aptitude and hard work, her physics self-concept is more likely to be positively affected than if she were to attribute her
success to having an easy instructor. (b) Reflected appraisal: how students think others perceive them including peers,
family, and role models. For example, Jane is more likely to develop an engineering self-concept if she perceives that her
parents think she has an engineer’s skill set and temperament. (c) External and internal frames of reference. External
frames of reference involve comparing one’s own abilities with the abilities of peers (e.g., I am a little better at science
than Jim). Internal frames of reference involve comparing different abilities within one person. Internal judgments are
made independent of judgments based on external frames (e.g., I am better at math than English). Internal and external
frames simultaneously influence the development of selfconcept. For example, Jane may be a poor math student
relative to her peer group (external), but may have a relatively high math self-concept because she perceives that she is
better at math than English (internal).
There is empirical support for the importance of external comparisons for the development of STEM-related interest.
Specifically, when students perceived that they did not “fit in” with their classmates in STEM courses, interest in the
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topic was negatively affected (Lee, 1998). Because both boys’ and girls’ interests are influenced by the extent to which
they relate to others already in the discipline, the increased presence of female students in the sciences (e.g., with about
half of the degrees in some STEM disciplines earned by women) should have a positive influence on girls’ interest in
STEM. Gender and Interest in STEM Gender differences in academic interests reflect gender stereotypes. Boys indicate
more interest in natural science and mathematics relative to other domains; girls are likely to endorse language arts and
humanities as interesting (Ackerman et al., 2001; also see review and meta-analysis by Schiefele et al., 1992). These
findings are pervasive even when comparing interests of the most gifted male and female students. A study tracking
middle school students with exceptional math or verbal abilities found that, 10 years later, women were significantly
more likely than men to indicate an interest in humanities and social sciences, whereas men were more likely to indicate
an interest in mathematics (Lubinski, Webb, Morelock, & Benbow, 2001). Gender differences in vocational interests are
also pervasive, and echo those found in academic domains. Women are more likely to express interest in people-
oriented careers (social professions, such as nurse or teacher), and men are more likely to express interest in careers
such as engineer or computer programmer (Holland, 1996; Lippa, 1998, 2005). These gender differences in vocational
interests are reflected in the actual number of men versus women in these different occupations: there are
proportionally more male engineers and proportionally more female teachers and social workers (Lackland & DeLisi,
2001). Gender and Self-Concept in STEM Similar to interests, research shows that there are gender differences in STEM
self-concept. Boys show greater self-concept and interest in STEM domains relative to girls (Achter, Lubinski, Benbow, &
EftekhariSanjani, 1999; Ackerman et al., 2001; Simpkins, Davis-Kean, & Eccles, 2006; Watt, 2006). Within STEM fields,
there are also gender differences in self-concept. Girls and women are more likely to have selfconcepts aligned with
biology and the study of medicine, and boys and men are more likely to have selfconcepts aligned with engineering,
math, and physics (Lee, 1998). These differences fall along gender stereotypic lines: boys and men express interest for
physical and computer sciences, and girls and women express interest in more “people oriented” STEM fields, such as
biology and medicine. Research also shows that STEM self-concept is more stable through middle to high school for boys
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than it is for girls (Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002). One possible explanation for this finding is that girls
and women have a tendency to excel across academic domains regardless of interest level. Indeed, research shows that
girls and women are likely to have roughly equal verbal and math abilities, whereas men are likely to have higher math
abilities than verbal abilities (Halpern et al., 2007). Although a balanced ability profile may be an advantage for many
tasks, the breadth of women’s abilities relative to men’s will potentially negatively affect their self-concept and interest
in STEM disciplines (due to internal frames of reference; e.g., I am better at English than science). Alternatively men’s
more narrow ability profile, when aligned with STEM-related fields, will serve to strengthen their interest and self-
concept in STEM. Closer examination of the frames of reference that influence the development of self-concept is
provided below. External frames of reference. Academic self-concept is influenced by a students’ relative standing
compared to others in the same class or school. Specifically, self-concept is negatively related to the average
achievement of others. This effect has been termed the “Big Fish Little Pond Effect” (BFLPE; Marsh, 1990) and has been
found in numerous studies of different types of school systems and cultures (see Marsh, Kong, & Hau, 2001, and Marsh
& Hau, 2003, for a review). As an example, consider two students with the same level of achievement in two different
schools: one school with a high average ability level and another with a low average ability level. The student in the high-
achieving school may be below average in ability relative to others in her school, whereas the student in the low-
achieving school may be above average. The BFLPE predicts, and research has shown, that being in the high-achieving
school would negatively influence the student’s academic-self-concept, whereas being in the low-achieving school
would positively influence it. Studies on BFLPE have not explicitly examined gender differences, but this effect is
potentially important for explaining gender differences in STEM self-concept. For example, research shows that girls may
be more negatively influenced by poor grades in middle and high school than boys (Simpkins et al., 2006). In practice,
this research finding means that girls’ self-concepts may be more negatively affected relative to boys by the lower
grades all students might receive when coursework becomes more difficult (e.g., in advanced STEM tracks in high
school). Furthermore, the loss of women from STEM fields in college might be explained by changes in self-concept due
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to women’s sensitivity to grades and BFLPE. For example, first year college students may experience being academically
average compared to their peers for the very first time in their lives. The “weed out” culture (where only the strongest
survive) in many introductory STEM courses in college may impact women’s self-concept more negatively than men’s
(Seymour, 1995). The decline of STEM self-concept may be exacerbated if women have positive social and educational
experiences in disciples outside of STEM. Given that women have more balanced ability profiles than men, positive
experiences outside of STEM (such as achievement or finding social connections with others in non-STEM disciplines)
may be more likely for women than it is for men. For reasons elaborated below, these positive experiences will
potentially shift women’s self-concept toward a non-STEM discipline. Indeed, finding an academic aptitude or interest
outside of STEM was the second most common reason women in college gave for switching out of STEM behind losing
interest in STEM fields (Seymour, 1995). Internal frames of reference. Although individuals’ academic achievement in
different areas is usually highly correlated, domain-specific self-concepts are not (Marsh, 1990). This suggests that
students develop domain-specific self-concepts based on internal judgments about their relative abilities across
domains. Furthermore, these relationships suggest (and empirical research supports, Marsh & Hau, 2004) that within a
person, achievement in one domain negatively affects self-concept in another. In an international study of school
achievement and self-concept in math and verbal domains, Marsh and Hau found that, within people, achievement in
the domain of mathematics negatively affected verbal self-concept. Similarly, achievement in verbal domains negatively
affected math self-concept. Interventions to Increase Interest and Self-Concept in STEM Classroom Management and
Quality of Instruction. Research shows that student perceptions of classroom management are positively related to
interest in the course. Math courses perceived by students to be structured and well-organized led to student interest,
autonomy, and competence (Kunter, Baumert, & Köller, 2007; Seymour & Hewitt, 1997). These findings suggest that a
relatively straightforward intervention to increase student interest in STEM would be to ensure that instructors receive
adequate training, not only to develop content expertise, but also to structure their lessons and manage their
classrooms effectively.
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Structure and class management may be especially important in STEM disciplines because the complexity of the
material requires the students to focus their attention to achieve, and achievement is important in the development of
self-concept and interest. Research has also shown that instructors can greatly influence self-concept and interest by
fostering an open and interactive learning environment. A study of university engineering students found that both men
and women experienced greater self-concept and interest when engineering instructors fostered an environment where
students felt safe to ask questions and interact versus environments where interaction was not the norm and where
students felt intimidated to ask questions (Vogt, 2008). Students in open environments may get to know their
instructors and peers, who may become influential role models. Moreover, open learning environments are likely to
foster more realistic judgments about relative ability. For example, if I know others have questions similar to mine, I
might judge my skills more favorably than if I think I am the only one with questions. Involvement in Research.
Achievement in a domain is an important determinant of domain-specific interest and self-concept. As such, providing
students with achievement experiences in STEM will influence STEM related interest and self-concept. Qualitative
research on the effect of undergraduate research experiences in STEM suggests that this is indeed the case (Hunter,
Laursen, & Seymour, 2006). Interviews with both faculty member sponsors and undergraduates involved in STEM
research revealed that involvement in research was instrumental in getting students to start thinking like scientists and
thinking of themselves as scientists (i.e., developing a scientist self-concept; Hunter et al., 2006). This involvement
provided students with confidence that they could conduct independent research and succeed in the profession,
thereby increasing self-concept and interest in the field. Interest in Material and Classroom Composition. Häussler and
Hoffmann (2002) designed an intervention to increase self-concept and interest in physics for German girls in middle
school. The intervention used new material thought to be interesting across gender and manipulated the composition of
the classes such that some classes were half the size of others, and some were composed of same-sex students.
Although overall interest in physics declined for all students throughout the year, the decline was much steeper for
those students (both boys and girls) enrolled in the larger coed classes. Those students in the smaller classes did not
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report as steep a decline in interest over the year. Moreover, those in the same-sex classes experienced the lowest
decline in interest. These results suggest that interventions designed to engage students can influence the development
of self-concept and interest in STEM. Additionally, these authors found that same-sex environments had an overall
positive influence on girls’ development of interest in science, perhaps because both boys and girls were more likely to
feel they “fit in” with their peer students. However, the study’s authors caution that same-sex environments may not be
as effective without educational interventions that focus on increasing interest in science (Häussler & Hoffmann, 2002).
Interventions Outside of the Classroom. Jayaratne, Thomas, and Trautmann (2003) assessed the effects of a science
immersion camp for girls in middle school that provided achievement experiences in science (laboratory work) and
exposure to role models (women working in STEM). Participants in the program were compared with a control group of
applicants who did not participate, measuring self-concept and interest both immediately after the camp and again at
the end of high school (five to six years later). Immediately after the camp there were no differences observed in science
self-concept or interest for girls who participated in the program and those who did not. However, at the end of high
school, women who participated in the program reported higher science self-concept and interest in science activities
than women who were not participants in the science immersion camp. This suggests that those who participated in the
camp were perhaps more likely than non-campers to seek out additional STEM experiences after camp leading to
increased interest and self-concept in STEM throughout high school. External Frames of Reference. BFLPE suggests that
the academic self-concept of high-achieving students will be negatively affected when they are “tracked” into high-
achieving cohorts, or take relatively demanding courses with other high-achieving students. This effect also suggests
that the academic self-concept of lowachieving students will be positively affected when they are placed in low-
achieving cohorts, or select easier courses in high school. Recent research has compared the effects of the BFLPE and
academic “tracking” on self-concept (Trautwein, Ludtke, Marsh, Köller, & Baumert, 2006). Results demonstrated that the
boost in self-concept from being put in the highest track was not greater than the decrement in selfconcept this group
experienced due to BFLPE. Similarly, the negative effect of self-concept related to being placed in the lowest performing
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cohort did not offset the increase in self-concept experienced by the lowest performing cohort due to the BFLPE.
Although this research highlights the importance of peer groups for the development of self-concept, the differences in
the amount each track learned at the end of the term was not examined. Furthermore, it does not shed light on the
potential issues associated with developing a self-concept that is inaccurate in terms of actual ability. Research shows
that a self-concept that is unwarranted relative to ability level (e.g., Jack has developed a solid science self-concept in a
low performing cohort) may lead to eventual disappointment when the individual goes from a “small pond” to a larger
one (Forsyth, Lawrence, Burnette, & Baumeister, 2007; Pintrich, 2003). Implications and Recommendations for
Practitioners Research on interventions suggests that practitioners can influence the development of STEM interest and
self-concept. Some implications and recommendations for influencing the development of interest and self-concept in
STEM are discussed below. • Achievement in a domain is essential for the development of both interest and self-concept
in that domain. Accordingly, practitioners should incorporate achievement opportunities in STEM, especially for girls and
women (e.g., encouraging students to participate in laboratory research, incorporating hands-on laboratory experiences
into classroom activities). • Student achievement in STEM that is recognized and rewarded will foster interest and self-
concept in STEM. • The development of interest and self-concept in STEM is a function of perceptions of influential
others such as parents and role models. These influential figures can let children know that they are perceived to have
the skills and temperament necessary for STEM. • A well-managed classroom, where STEM material is targeted toward
the interests of both girls and boys, will potentially increase achievement, self-concept, and interest in STEM. •
Classrooms where students feel free to ask questions and interact with instructors will foster interest and self-concept in
STEM. In-class activities that require interaction between instructors and students will help foster open learning
environments. • Classroom environments where students feel they “fit” will also increase self-concept and interest in
STEM. Providing forums where students develop relationships with one another (e.g., small group work) may serve to
increase sense of belongingness while, at the same time, providing students additional peer support.
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Research on internal and external frames of reference paints a potentially confusing picture of how to bolster self-
concept. Because self-concept is negatively influenced by the achievement of peers, should practitioners recommend
that high achieving students not enroll in difficult courses with other talented students? Likewise, because achievement
in one area negatively influences self-concept in another, should practitioners interested in bolstering STEM self-concept
discourage achievement in any area other than STEM? These solutions seem neither logical nor warranted. Rather,
awareness of the influence of external and internal comparisons on self-concept leads to the following
recommendations: • Bolster the STEM self-concept of students taking difficult courses (or in a high achieving track) by
discouraging competition in the classroom. • Inform students about when they have achieved in STEM and encourage
perspective-taking to discouraged students (e.g., reminding students of the complexity and difficulty of the material). •
A solid STEM self-concept may also make achievement outside of STEM less likely to affect STEM self-concept
negatively. For example, students who perceive that others see them as a scientist (i.e., reflected appraisal) may be less
likely to abandon science when they excel in another area. Providing opportunities to solidify students’ STEM self-
concepts through science clubs, extracurricular research, or other such activities will make achievement in areas outside
of STEM less threatening to the STEM self-concept. Areas for Future Research the past decade has seen a proliferation of
research recognizing the importance of both interest and self-concept in the choices to pursue certain goals (e.g.,
educational or occupational) and achievement toward reaching those goals. Much of this research has focused on the
development of interest and self-concept. Simultaneously, there has been a proliferation of research on both
motivational and ability related gender differences in STEM. Combining these streams of research raises a number of
questions for future exploration: • How does the development of self-concept differ for boys and girls? Although we
may understand the trajectories of self-concept for many domains, we do not understand whether or not self-concept
and interest develop differently for boys versus girls. For example, do boys or girls weigh judgments made through
external and internal frames differently? Are girls and boys differentially influenced by people they consider to be
important? Findings in this area would permit the development of tailored interventions aimed at increasing academic
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self-concept and interest for both boys and girls. • How do educational transitions influence interest and self-concept?
Although much research in the past five years has focused on external frames of reference and BFLPE, this research has
not specifically examined the effects of an educational transition on self-concept and interest. For example, do students
who are high achievers at relatively average high schools experience a decline in self-concept when transitioning to a
more competitive college or is self-concept relatively well preserved through transitions? Do educational transitions
affect men and women differently? Examination of these questions would help tailor interventions to occur when
student interest and self-concept are most vulnerable. In sum, interest and self-concept are especially important in
STEM disciplines – gender differences are found, favoring men, for both STEM-related self-concept and interest. Future
research will likely further inform practitioners about how to positively influence STEM related interest and self-concept
across genders and cultures.
Foreign studies
Raising children' s attainment there is a substantial body of research that has examined the impact of digital tools
and resources on children's attainment in a range of areas. Higgins et al (2012) provide a summary of research
findings from studies with experimental and quasi-experimental designs, which have been combined in meta-analyses to
assess the impact of digital learning in schools. Their search identified 48 studies which synthesized empirical research of
the impact of digital tools and resources on the attainment of school age learners (5-18 year olds). They found
consistent but small positive associations between digital learning and educational outcomes. For example, Harrison et
al (2004) identified statistically significant findings, positively associating higher levels of ICT use with school
achievement at each Key Stage in England, and in English, math’s, science, modern foreign languages and design
technology. Somekh et al (2007) identified a link between high levels of ICT use and improved school performance. They
found that the rate of improvement in tests in English at the end of primary education was faster in ICT Test Bed
education authorities in England than in equivalent comparator areas. However, Higgins et al note that while these
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associations show, on average, schools with higher than average levels of ICT provision also have learners who perform
slightly higher than average, it may be the case that high performing schools are more likely to be better equipped or
more prepared to invest in technology or more motivated to bring about improvement. Higgins et al report that in
general analyses of the impact of digital technology on learning, the typical overall effect size is between 0.3 and 0.4 -
just slightly below the overall average for researched interventions in education (Sipe & Curlette, 1997; Hattie,
2008) and no greater than other researched changes to teaching to raise attainment, such as peer tutoring or more
focused feedback to learners. The range of effect sizes is also very wide (-0.03 to 1.05), which suggests that it is essential
to take into account the differences between technologies and how they are used.
Those in the experimental group used an online system which structured the project into stages of scientific enquiry.
The system prompted the learners to structure and organizes their thinking in particular ways: by prompting the
learners individually, sharing group members' ideas, tasking the group to form a consensus view, and prompting
the group to assign specific tasks among themselves. Using pre- and post- test scores to assess the impact on
learners' abilities to evaluate arguments, Belland found a high positive effect size of 0.62 for average-achieving
learners compared to their peers in the control group. No significant impacts were found for higher or lower-achieving
learners. Belland suggests that for high-achieving learners, this may be because they already have good argument
making skills and are already able to successfully structure how they approach an issue and gather evidence. The study
also used qualitative information to consider how the learners used the digital tool and compared this to how learners in
the control group worked. The author found that in the experimental group they made more progress and were more
able to divide tasks up between them, which saved time. They also used the tool more and the teacher less to provide
support. Kucukozer et al (2009) examined the impact of digital tools on teaching basic concepts of astronomy to 11-13
year old school children in Turkey. Learners were asked to make predictions about an astronomical phenomenon such as
what causes the seasons or the phases of the moon. A digital tool was used to model the predictions and display their
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results. The learners were then asked to explain the differences and the similarities between their predictions and their
observations. In the prediction and explanation phase the learners worked in groups to discuss their ideas and come to a
conclusion. In the observation phase they watched the 3D models presented by their teacher. Thereafter, they were
asked to discuss and make conclusions about what they had watched. The authors found that instruction supported by
observations and the computer modeling was significantly effective in bringing about better conceptual understanding
and learning on the subject.
Second, studying is intentional. Effective studying requires not only the knowledge and application of skills, but
volition as well. Studying differs from incidental learning in that it is purposeful and requires a deliberate and conscious
effort on the part of the student. Third, studying is highly personal and individualized. Whereas classroom learning
occurs within a social context through interaction and guidance from others (e.g., peers, teachers), studying is often an
individual activity. Even when learningis fostered through a process of social commu-nication, individual study behaviors
still play acritical role in academic competence (Damon,1991; Kucan & Beck, 1997). Finally, studying involves a self-
regulatory dimension. Accord-ing to Rohwer (1984), “studying is the princi-pal means of self-education throughout
life”(p. 1). Self-regulation (e.g., initiative, persis-tence, goal setting) is an important aspect ofstudying, not only during
the initial develop-ment of study skills, but also during applica-tion of skills outside of formal learning con-texts
(Zimmerman, Bonner, & Kovach, 1996).A useful distinction has emerged in re-cent years to differentiate between a
study tac-tic and study strategy (Lenz, Ellis, & Scanlon,1996). A study tactic is a sequence of steps ora specific procedure,
such as underlining orsummarizing. A study tactic may be taughtthrough explicit instruction wherein the skillis
operationalized and presented as a sequence of observable, isolated behaviors. It is often assumed that good studying is
synonymous with using study tactics correctly. Routine or rote application of a study tactic, however, does not ensure
effective studying. Merely implementing a sequence of behaviors does not necessarily encourage students to plan, think
about, or monitor their studying (Paris & Winograd, 1990). The application and effectiveness of a tactic may be
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improved through the use of a study strategy. A strategy is an individual’s comprehensive approach to a task; it includes
how a person thinks and acts when planning and evaluating his or her study be-heavier. A strategy consists of guidelines
and rules related to selecting the best tactics and making decisions about their use. The goal of study-strategy
instruction is to teach a strategy in a manner that is both effective (the strategy is learned) and efficient (it is learned to
an optimal level with minimal effort). Although a strategy requires knowledge of study tactics, the primary focus in
strategy instruction is knowing how to study, making decisions about the use of study tactics, and taking responsibility
for one’s own learning. In effect, good studiers are good strategy users; they know how to use a variety of goal-specific
tactics, to execute them in a planned sequence, and to monitor their use. In sum, study skills income-pass a variety of
tactics that are used flexibly and purposefully by students, depending on the learning situation. For purposes of the
follow-ing discussion, the terms study skills and study strategies are used interchangeably.
Based on a review and detailed analysis of more than 40 verbal protocol studies, Pressley and Afflerbach (1995)
compiled a comprehensive list of strategies and cognitive processes that individuals execute in order to understand and
facilitate retention of information. Pressley and Afflerbach identified several key study strategies that were evident in
the majority of verbal protocols they reviewed. These included: (a) overview before reading;(b) look for important
information and pay greater attention to it (which often requires jumping forward or backward to process in-formation);
(c) relate important points to one another; (d) activate and use prior knowledge;(e) change strategies when
understanding is not good; and (f) monitor understanding and take action to correct or “fix up” inaccuracies
incomprehension. Conversely, students with low academic achievement often demonstrate ineffective study skills. They
tend to assume a passive role in learning and rely on others (e.g., teachers, parents) to regulate their studying. Several
cognitive and behavioral characteristics reflect this passivity in learning. For example, low-achieving students often do
not monitor their understanding of content; they may not be aware of the purpose of studying; and they show little
evidence of looking back, or employing “fix-up” strategies to remedy comprehension problems. Students who struggle
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with learning new information seem to be unaware that they must extend effort beyond simply reading the content to
understand and retain it. Children with mild disabilities, such as learning disabilities (LD), do not exhibit an executive
level of thinking in which they plan and evaluate their studying (Wong, 1994). Their studying may be haphazard and
disorganized. An assessment of students with academic problems, based on teacher and parent ratings and self-report,
reveals challenges with personal organization as well. They often have difficulty keeping track of materials and
assignments, following directions, and completing work on time. Unlike good studiers who employ a variety of study
tactics in a flexible yet purposeful manner, low-achieving students use a restricted range of study skills; they cannot ex-
plain why good study strategies are important for learning; and they tend to utilize the same, often ineffective, study
approach for all learning tasks, irrespective of task content, structure, or difficulty (Decker, Spector, & Shaw,1992).An
assessment procedure developed by Zimmerman and Martinez-Pons (1986) has been used to evaluate self-regulatory
processes related to effective studying. In this procedure, students are presented with common learning problems and
asked how they would respond (e.g., “Most teachers give tests at the end of asemester to determine grades. Do you
have any particular method to prepare for this type of test?”). Students’ open-ended responses arecoded into self-
regulatory study strategies, suchas goal-setting, time management, self-monitoring (85-90% intercoder agreement). Re-
search using both verbal and written forms of the procedure has documented significant dif-ferences in both the quality
and quantity of study strategies reported by high versus lowachievers (Ley & Young, 1998; Purdie &Hattie, 1996; Purdie,
Hattie, & Douglas, 1996; Zimmerman & Martinez-Pons, 1986, 1988, 1990). In one study, for example, high achievers
reported significantly greater use of 13 of14 study strategies, indicating they used them more than twice as often as low
achievers (Zimmerman & Martinez-Pons, 1986). In addition, self-reported use of strategies was highly correlated with
standardized achievement test performance (r = .61) and homework completion (r = .70), but was found to
befactorially separate from verbal ability.Although problems with study skills areevident among elementary school
children,weak study skills are generally ascribed to ado-lescents and older students, largely becauseexpectations for
independent textbook studyincrease substantially in middle and highschool (Deshler, Ellis, & Lenz, 1996). Most ofwhat is
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known about study skills among sec-ondary students is derived from self-reportmethods, such as interviews, student-
com-pleted checklists, or self-ratings. For example,a recent self-report measure, the MetacognitiveAwareness of
Reading Strategies Inventory(MARSI), is designed to assess student’s awareness and perceived use of strategies
whilestudying school-related materials (Mokhtari &Reichard, 2002). On the MARSI, students ratehow frequently they
use 30 different studystrategies (e.g., “I take notes while reading tohelp me understand what I’m reading”; “I askmyself
questions I like to have answered in thetext”). Measures similar to the MARSI, withdiverse middle and high school
samples, re-veal a consistent pattern of limited study skillusage among students who struggle academi-cally. They
experience significant difficultyacquiring new information, and report feelingoverwhelmed with the amount of material
theyare expected to learn (Wood, Woloshyn, &Willoughby, 1995). When queried about howthey study, students report
that they rely heavilyon passive strategies such as rote memoriza-tion. They tend to memorize details to the ex-clusion
of main ideas, fail to establish goals orpriorities when studying, and typically equatethe purpose of studying with
rememberingmaterial just long enough to take a test (Scheid,1993). When they engage in studying, they doso in long,
infrequent sessions. A common test-preparation strategy, for example, is to studyall material the night before an exam
(Jones,Slate, Blake, & Holifield, 1992). Finally, stu-dents with weak study skills do not allocatesufficient time to study.
When time is devotedto studying, it is often interrupted by friends,daydreaming, music, or poor concentration(Nicaise &
Gettinger, 1995).In sum, research has established that useof cognitive and self-regulatory study pro-cesses can be
reliably measured through self-report, and that qualitative and quantitativedifferences exist between high and low
achiev-ers. Students at all grade levels who possessgood study skills are likely to achieve academiccompetence. They
understand task demands,and are able to implement flexible, effectivestrategies to succeed academically. In additionto
knowing the steps of specific study tactics,good studiers understand why, how, and whento use them. Active learning is
the essence ofeffective studying. Good studiers are activelearners, not passive recipients of facts anddetails. Not
surprisingly, successful students have been described as “directors” of their own learning, able to determine what
content is important and how to learn and retain information

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Interface with Other Academic Enablers Study skills are related to other academic enablers. Studying involves
both cognitive activities, to facilitate acquisition and retention of information, as well as self-management activities, to
maintain attention, effort, and time devoted to studying. Failure to engage in effective study behaviors may be due to
insufficient motivation, low engagement, or lack of home support. For study skills to be effective in promoting academic
competence, studentsmust be willing and motivated to study. A Na-tional Assessment of Educational ProgressReport
(National Center for Education Statis-tics, 1990) indicated that 71% of 12th gradersstudied no more than 60 minutes
each day, and25% did not study at all. Thus, low motivationcontributes to weak studying. Motivationalbeliefs can also
influence studying and, in turn,may be influenced by the results of effectivestudying. The correlation between study
strat-egy use and self-efficacy beliefs ranges from.40 to .46 (Zimmerman, 1998). Good studierssee themselves as able to
control their academicperformance and, therefore, are motivated todevote effort and attention to studying.
Lesssuccessful students, on the other hand, mayhold negative perceptions of their abilities andlack motivation to do well
or implement strat-egies to make their studying more effective(Schunk & Zimmerman, 1994).Engagement contributes to
effectivestudying as well. Successful students arewilling to engage in study behavior and per-severe until they have
adequately studiedassigned content. Good studiers are able toshield their studying from competing behaviors or
distractions, and maintain high lev-els of engagement (Gersten, 1998). Some researchers have suggested that the
benefitof study skills is linked to higher levels of engagement that result from applying study strategies, rather than the
use of a specific strategy per se (Chi, de Leeuw, Chiu, &LaVancher, 1994; Loxterman, Beck, &
354School Psychology Review, 2002, Volume 31, No. 3McKeown, 1994; Pearson & Fielding, 1991; Rosenshine & Meister,
1994). That is, the effect’s attributed to the application of study strategies may be due simply to the increased amount
of time students spend studying and thinking about material. In their review of Re-ciprocal Teaching (RT), for example,
Rosenshine and Meister (1994) proposed thatthe positive effects of RT and similar ap-proaches may not be due to the
strategies that are learned and used by students, but rather to the fact that strategies “enabled and required the
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students to engage in deeper processing ofwhat they read” (p. 510). In sum, although thedirection of the influence
between engagementand study skills remains unclear, it is evidentthat study skills and engagement are
highlyinterrelated, and that academic competence isintegrally linked to both enablers.Finally, because studying is not an
ex-plicit requirement in school settings, studentsmust acknowledge for themselves when study-ing is needed; they must
also know where it isbest to carry out study activities and how muchtime studying will require. Environmental
influences, especially guidance and support from families, can facilitate this decision making(Hoover, 1993). For some
children, low engagement in studying results from under stimulating home environments (i.e. Environments in which
study resources do notexist, and parental encouragement and supportfor studying are limited). There is also evidence
that parents’ goals and expectations for their children’s achievement are predictive of students’ academic goal setting (r
= .36)(Zimmerman, Bandura, & Martinez-Pons,1992). In sum, motivation, engagement, and supportive home
environments are all factors that influence the relationship between study skills and academic competence.
Local literature
Education for students in science, technology, engineering, and mathematics (STEM) has received increasing
attention over the past decade with calls both for greater emphasis on these fields and for improvements in the quality
of curricula and instruction. In response, numerous new instructional materials, programs, and specialized schools are
emerging. While most of these initiatives address one or more of the STEM subjects separately, there are increasing calls
for emphasizing connections between and among the subjects. Advocates of more integrated approaches to K–12 STEM
education argue that teaching STEM in a more connected manner, especially in the context of real-world issues, can
make the STEM subjects more relevant to students and teachers. This in turn can enhance motivation for learning and
improve student interest, achievement, and persistence. And these outcomes, advocates assert, will help address calls
for greater workplace and college readiness as well as increase the number of students who consider a career in a STEM-
related field. Recently, both the Common Core State Standards for Mathematics (CCSSM) and the Next Generation
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Science Standards (NGSS) have called for more and deeper connections among the STEM subjects. The NGSS explicitly
includes practices and core disciplinary ideas from engineering alongside those for science, raising the expectation that
science teachers will be expected to teach science and engineering in an integrated fashion of National Academy of
Engineering and National Research Council. 2014. STEM Integration in K- 12 Educations: Status, Prospects, and an
Agenda for Research. Washington, DC: The National Academies. Despite the rise in interest in providing students with
learning experiences that foster connection making across the STEM disciplines, there is little research on how best to
do so or on what factors make integration more likely to increase student learning, interest, retention, achievement, or
other valued outcomes. Recognizing the need for a more robust evidence base, the National Academy of Engineering
(NAE) and the Board on Science Education of the National Research Council (NRC) convened a committee to examine
current efforts to integrate the STEM disciplines in K–12 education and develop a research agenda that, if carried out,
could provide the data needed to inform such efforts going forward. The NAE/NRC Committee on Integrated STEM
Education was charged with • identifying and characterizing existing approaches to integrated STEM education, both in
formal and after-/out-of- school settings, • reviewing the evidence for the impact of integrated approaches on various
student outcomes, and • determining a set of priority research questions to advance understanding of integrated STEM
education. DESCRIPTIVE FRAMEWORK Far from being a single, well-defined experience, integrated STEM education
includes a range of different experiences that involve some degree of connection. The experiences may occur in one or
several class periods, throughout a curriculum, be reflected in the organization of a single course or an entire school, or
be encompassed in an out-of- school activity. Each variant of integrated STEM education suggests different planning
approaches, resource needs, implementation challenges, and outcomes.
To make sense of this confusing landscape, the committee developed a descriptive framework. The framework
is meant to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss,
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and investigate specific integrated STEM initiatives within the K–12 education system of the United States. Although
potentially a very large number of variables could be incorporated into such a framework, the committee chose to focus
on four high-level features: goals, outcomes, nature of integration, and implementation. National Academy of
Engineering and National Research Council. 2014. STEM Integration in K-12 Education: Status, Prospects, and an Agenda
for Research. Washington, DC: The National Academies Goals identified in the framework include building STEM literacy
and 21st century competencies; developing a STEM-capable workforce; and boosting interest and engagement in STEM.
In terms of outcomes, the framework considers learning and achievement; STEM course taking; STEM-related
employment; development of “STEM identity”; and the ability to transfer understanding across STEM disciplines.
Regarding the nature and scope of integration, the framework addresses which subjects are connected; which
disciplines are dominant; and the duration, size, and complexity of an initiative. With respect to implementation, the
framework focuses on instructional designs involving problem-based learning and engineering design; the type of
educator supports present, such as pre- and in-service professional learning communities; and adjustments to the
learning environment, such as extended class periods, extended lesson planning, team teaching, and partnering
between STEM educators working in and outside of schools.
Local Literature Philippines is known for being a third world country. Philippines is not yet well developed. The
country is still developing in different aspects. There are infrastructures that currently in construction. Development in
economy in this country is still in going. Envy and other more factors are still developing. Today, government has a
project in Clark. It is called The New Clark City. They are building a city in Clark where many infrastructures are being
built. Aside from this project, there roads, flyovers, highways and different public infrastructures are under construction.
NLEX Harbor Link Segment 10 is an expressway that will connect MacArthur Highway in Valenzuela City and the C3 Road
in Caloocan City. Another road project is the BGC-Ortigas Center Link which will link these two major business districts.
Not only just buildings and roads are going to be built. The government is giving an upgrade the country’s
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transportation. By 2024, government is expecting different finished and successful rail projects. There are rail projects
that are under construction. These are, the Mega Manila Subway, Mindanao Railway and PNR. The development of the
country doesn’t just focus on building roads an infrastructure. The government also takes action of improving the
environment status in the country. The government did and doing restoration projects in different places in the
Philippines. The recent restoration that made a blast was the restoration of Manila bay. It is very controversial because
of the big changes that happened of the bay, with the help of thousands of citizens. There are also restoration that
conducted and done successfully, the restoration of Boracay. As a developing country, many projects that are being built
in the Philippines. And as number of projects increases, it opens jobs and gives job opportunities because of demand of
laborers. Aside from the projects that are being build today, there are plans and blueprint of projects the will be built in
the next coming years. Construction of infrastructures, upgrade of transportation and other different development
projects won’t stop until the Philippines become a very well developed country. This means that, jobs related in these
projects will be in demand in the next coming years. National ICT Confederation of the Philippines (NICP) president
Antonio Del Carmen described the senior high students taking STEM courses as the “future of the country”. The thought
was, since the country is under develop, the country will be needing skilled and knowledgeable laborers and
professionals for the development of the country. The development of the country, not just about building
infrastructures, but here the government focuses on.
Students that will be taking STEM have a high possibility of getting more opportunities and advantages in the
future. If these students will pass the 2 years of studying SHS, they will be able to study and graduate college courses
that are related to the professions that the country needs. The country will need best civil engineers, best mechanical
engineers, best architects, best environmentalists, best economists and etc. These professions can be produced in the
future. It is not impossible that a school or a university can produce the best engineer that the county needs. This part of
the research shows the local environment of the Philippines. Philippines is one of the third world countries in the world.
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This means that the Philippines is under developed and under development. Projects and construction for the
development of the country opens jobs. Which these jobs are related to STEM strands. The country will need best
professionals that are related to the development. Engineers, Architects and etc. are a professional that is needed by the
country which can be produced under STEM strand. Because of this, STEM students are considered as the “future of the
country”.
Local Studies
The STEM strand The Philippine Star3 Jul 2014By ISAGANI CRUZ Senior High School (SHS) students opting to take the
Science, Technology, Engineering, and Mathematics (STEM) Strand have a set of core subjects slightly different from
those taking the other strands (Accountancy, Business, and Management; General Academic; and Humanities and Social
Science). While students in the other strands take “Earth and Life Science” and “Physical Science,” STEM students take
“Earth Science” and “Disaster Readiness and Risk Reduction.” STEM students are presumed to be more literate in
science and, therefore, capable of tackling more advanced science subjects. “Earth Science,” for example tackles such
topics as hydroelectric energy, continental drift, and index fossils. “Disaster Preparedness and Risk Reduction,” on the
other hand, helps students identify areas exposed to hazards that may lead to disasters, recognize vulnerabilities of
different elements exposed to specific hazards, interpret different earthquake hazard maps, and use available tools for
monitoring hydro meteorological hazards. (If you think basic education is “basic,” think again!) After such “easy stuff,”
STEM students then take the following Specialized Subjects: Pre-Calculus Basic Calculus General Biology 1 & 2
General Physics 1 & 2 General Chemistry 1 & 2 Work Immersion / Research / Career Advocacy / Culminating
Activity The teaching of calculus in SHS is a simple illustration of the reason the old (that is, current) General Education
Curriculum (GEC) subjects are no longer relevant to university students. In the old GEC, for example, Algebra is a
required subject. Clearly, to take Algebra after you have mastered Basic Calculus is patently silly. Similarly, the two
introductory subjects in the old GEC on Natural Sciences are also no longer necessary, since STEM students will have had
City of Taguig
specialized subjects in biology, physics, and chemistry. It is not only the STEM students that will find the two
Mathematics and the two Natural Sciences subjects in the current GEC unnecessary. The core subjects for the other
tracks (“Earth and Life Science” and “Physical Science”) tackle more advanced topics than those usually taken up in the
current GEC. For example, the non-STEM “Earth and Life Science” also takes up the topics I mentioned earlier (though
less in depth). It even includes “How genetic engineering is used to produce novel products” and “Describe how the
present system of classification of organisms is based on evolutionary relationships.” The non-STEM “Physical Science”
tackles such things as “Give evidence for and explain the formation of the light elements in the Big Bang theory” and
“Cite the contributions of J. J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the
structure of the atom.” In fact, even the “General Mathematics” subject that all SHS students (both STEM and non-
STEM) take already covers such things as “Distinguishes logarithmic function, logarithmic equation, and logarithmic
inequality” and “Calculates the fair market value of a cash flow stream that includes an annuity.” I like taking Calculus as
an example of how the K to 12 curriculums is now in step with the rest of the world. If you go to Amazon.com and search
for “calculus textbook 2014,” these are two of the recent titles you will find: “5 Steps to a 5 AP Calculus BC, 2014-2015
Edition” – a reviewer that helps high school students pass entrance examinations to universities. “Calculus for the
Ambitious” – according to the blurb, “It will open up the ideas of the calculus for any 16 to 18 years old about to begin
studies in mathematics.” Of course, what is offered in SHS is only Basic Calculus, not the kind of calculus that, say, is
covered by “Calculus: Early Transcendental Functions,” a textbook meant for a three-semester course for engineering
students in college. I can almost hear so many math-challenged students cry out in anticipated pain, but think again. If
what you want is a job, the most numerous and most lucrative jobs are in the STEM field. (The STEM Strand is also the
one to be used by those planning to go into a health- related area such as nursing or medicine, or an IT field such as
analytics.)
City of Taguig
If, on the other hand, what you want is to help the country, today’s heroes are really scientists. One reason our
country is lagging behind practically every other country in development is our lack of scientists. Why do we lack
scientists? One cause is the lack of good science teachers. Representative Antonio Tinio is quoted in the 18 March 2013
issue of Asian Scientist Magazine as saying, “We have a lot of problems in the country’s science education. One of them
is the shortage of teachers who have a background in science.” If more students take the STEM Strand (not to go to
nursing, which is an overpopulated field, but into the hard sciences), we shall have not only more scientists but more
science teachers. Ultimately, the country will be scientifically literate. The Commission on Higher Education (CHED)
Technical Panel on Engineering, by the way, has decided to decrease the number of college years it normally takes to
acquire an engineering degree. Right now, it takes five years after high school. Students who finish Grade 12, on the
other hand, will need only four more years to finish their engineering degree. STUDENTS moving up to senior high school
are encouraged to take the science, technology, engineering and mathematics (Stem) strand to help the country be a
leader in innovation and competitiveness. National ICT Confederation of the Philippines (NICP) president Antonio del
Carmen described the senior high students taking Stem courses as the “future of the country” with the rise of
technological disruptions. “As the government addresses talent supply through the K+12 education program, we see the
Stem strand offered in senior high as an important factor that will help the country produce innovators,” said del
Carmen. He stressed that it’s a must for the country to be innovation-driven to continue attracting investments, pushing
the workforce toward higher value services and contributing in the national economic development. Today’s
technologies like artificial intelligence, Internet-of-Things and virtual reality are dependent on people who are Stem-
educated. Stem education is a big help in pushing the country up and being competitive with its Asean counterparts,
which are developing their own ICT industries, said the Department of Information and Communications Technology.
Lack of innovation and digital transformation in local government units (LGUs) were some of the factors that pulled the
ranking of Cebu from the 7th to 12th spot in the last Tholons survey. Cib.O managing director Wilfredo Sa-a Jr. said the
industry, LGUs, and the academe are now working to regain the top spot and to reshape the workforce, starting off with
City of Taguig
the senior high graduates, on top of the up-skilling efforts of companies for their existing employees to handle more
complicated tasks. “We are providing all sorts of training for them to be employable in the ICT industry and excel,” said
SA-a. Meanwhile, Finance Secretary Carlos Dominguez III underscored the need for the country’s workforce to adapt to
technology-driven change in anticipation of new jobs that would require up-skilling workers to prevent them from being
out of work as a result of disruptive digital innovations. Dominguez, in a statement, said that while new technologies
“destroy” certain traditional jobs, workers should be prepared for a future of continuous learning to remain relevant and
productive in today’s world of disruptive technologies. “We should embrace innovation. We should look at the bright
side, but again, provide safety nets for those who cannot catch up all the time,” said Dominguez during the Governors’
Seminar
as part of the activities of the 51st ADB Annual Meeting held last week in Mandaluyong City.. According to the Finance
chief, governments should deal with the impact of technology-driven progress on its labor force by encouraging the
private sector, through the grant of incentives, to upgrade the knowledge and skills of workers. Governments should
also ensure that micro, small and medium enterprises (MSMEs) are able to take advantage of disruptive technologies by
providing them with access to these new tools, such as faster internet connectivity that would enable them to transact
business online or through cashless systems like the use of QR codes. (KOC)STEM into the provinces something about
science and math typically sends young people running the other way. Whether it’s on the multiplication table or the
formulas around a moving car, so few of us would dare raise a hand in class. During high school, there were three or four
students in our class whom we considered our “saviors” whenever our algebra teacher was in the mood for chalkboard
carnage. Just three or four of them. The rest of us spent the year avoiding eye contact with our teacher. It’s bad enough
that the fields of science, technology, engineering, and mathematics (STEM) make such an intimidating impression on
learners in general. But it may be worse for us in the Philippines, where more scientists and mathematicians are needed,
yet where STEM seems to be less popular and even less adopted. Much of the conversation on STEM in the Philippines
City of Taguig
revolves around the gender gap. The prevailing argument is that women are still, in certain ways, discouraged or
excluded from STEM fields. It is indeed fundamental that STEM—or any other field of study or profession, for that
matter—should provide equal opportunities among the genders. However, the gender gap in STEM does not seem to be
as acute an issue in the Philippines. In fact, Unesco found that the Philippines is one of the 18 countries in Asia where
females make up an equal or greater proportion of participants in STEM; some 52 percent of our STEM researchers are
female. A greater yet overlooked disparity in these fields is in the regional spread. The DOST’s Human Resources in
Science and Technology study showed that the majority of the science and technology professionals in the Philippines
are concentrated in the National Capital Region, Region IV-A (Calabarzon), and Region III (Central Luzon). Meanwhile,
those with the least number of S&T workers are the Autonomous Region in Muslim Mindanao, Region IV-B
(Mimaropa), Caraga, and Region XII (Soccsksargen). Each of these regions has less than 2 percent of the country’s
science and technology professionals. From that, we can conclude that there is a much, much smaller venue for STEM in
Philippine provinces, or that these provinces have ample STEM opportunities that are, however, being neglected. Either
way, this deficient adoption of math’s and sciences in provincial Philippines creates a poor context for learners in these
regions. Students not only may find a disheartening springboard for their science-related aspirations, they may as well
not even start to consider science at all. With scarce sources of inspiration, how could a young mind appreciate STEM?
Advocates and experts always emphasize the importance of providing opportunities to explore STEM particularly during
a child’s formative years. This, of course, starts at home, where the family ideally allows the child to be curious and
keen, with just the right input to encourage exploration. Again, that is the ideal climate at home. But where the home
unit comes up short in nurturing a learner’s scientific inclinations—and that is very typical especially in rural provinces—
school and society both have to provide support. Aside from a boost in STEM curriculums, in the quantity and quality of
educators, and in teaching methods, it is valuable for learners to find motivation outside: for example, in libraries that
they can access freely and in scientific facilities where their ideas can bloom. Perhaps the reason we have yet to see
more of these across the regions is that we have not yet understood how vital STEM is, especially in rural areas. We are
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content with the manual, the traditional. But STEM is in the heart of even these. There it is in the harvests of farms, the
changing of the weather, the rise and fall of the tides. And the person whom we’ll need to manage these tomorrow is
the scientist we motivate today.
CHAPTER 3
RESEARCH METHODOLOGY
This Chapter presents the research design, procedure of the respondents, population and sampling technique,
the data gathering instruments, statistical tools and arbitrary scale that were used in the study.
Research Method Used
This chapter discusses the methods and procedures used in this study, the process of how the study is being
evaluated and the instruments used to gather the data as well as the statistical treatment employed. This will includes
the research instrumentations, data gathering procedure, statistical treatment of data.
Respondents of the Study
The respondents of the study came from Students of STEM Voltaire, Students of Thomas Hobbs and student of
STEM Lewis form Gr 11. It represent that approximately 29% or 29 are students of STEM Voltaire, 36 or 36% are the
students of STEM Thomas Hobbs and student od STEM Lewis has a 35% or 35 which are the respondents with a total of
100% or 100 population rate of Army’s Angels Integrated School Inc.
Population and Sampling technique
The accessible population of the study which is used for the purposive sampling technique involves the 2
sections of the Gr 12 Student and the Gr 11 STEM Lewis.
Table 1
Population of the Respondents
Respondents Population Percentage
Student of STEM Voltaire 29 29%
Student of STEM Thomas Hobbs 36 36%
Student of STEM Lewis 35 35%
Total 100 100%

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Research Instrument
The study used a researchers-made survey questionnaire. The validation of the instrument was done through
the distribution from the research adviser and school principal in Army's Angels Integrated School. The comments and
additional suggestions from the experts were considered and the questionnaire was validated.
The first part of the questionnaire describes the demographic profile of the respondents as to educational level.
The second part of the questionnaire determines the competency level of STEM students needed in terms of achieving
career opportunities. The recommendation to improve the level of competency of STEM students is located at the last
part of the questionnaire.
Data Gathering Procedure
When the researchers already identified the numerical value of the reliability and validity of the research
instrument. Every research instrument was administered to all target respondents during the recess time of STEM
students in Army's Angels Integrated School Inc. to ensure that no classes would be disturbed. To facilitate data
gathering procedure in this study, the researchers secured a written permit to Ms. Charlotte, the research adviser and
Mrs. Milagros j. Baloro, the school directress to conduct the survey and also to allow the researchers to administer the
answering of the research instrument about the level of competency to achieve career opportunities. The researchers
will also find some related studies that are useful enough for the needed data on finding the goals of the research. The
purpose of the research study and the survey process will briefly explained to them. After the given permission, the
researchers will also explain the purpose of the study to the selected respondents and then made sure each participant
corresponds to their predefined criteria. The respondents of the study were the STEM students randomly selected only
on their afternoon shift. As soon as everything was set, the questionnaire was distributed. Questions will be answered if
there was any need to be clarified. Each respondent were given ample time to fulfill the research instrument. The said
questionnaire will be answered within the minimum of 3minutes and maximum of 10minutes.The researchers leave the
questionnaires to the respondents who necessitate less time and were collected at their convenience. The researchers
collected the data by means of survey questionnaire that compromises their name, age, gender, year level and their
strand. The content of the survey will perceptions. After the respondents have taken the test, the papers were checked,
tallied, interpreted and analyzed.
Statistical Treatment of Data
The following statistical tools were employed in the analysis of data gathered. Data for this research study was
analyzed by frequencies, percentage and weighted mean.
Percentage and Frequency Distribution
Percentage and Frequency Distribution was used to answer the demographic profile of the respondents.
Formula:
𝑭
%= × 𝟏𝟎𝟎
𝑵
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Where:
%=percentage
F = frequency of response
N = number of respondents
100 = constant value
Frequencies and percentage will be used to describe the demographic profile of the respondents, such as:
Gender, Age, and Educational Level.
Weighted Mean (Wm)
The weighted mean will be used to describe the competency level of STEM students in AAIS: an assessment
towards for achieving career opportunities in coverage of science, technology, and mathematics in terms of learning-
cognitive competence, Communication competence, Information competences.
Formula:
∑ 𝒇𝒙
𝑾𝑴 =
𝑵
Where:
WM = weighted mean
F = frequency
X = weight
N = total number of respondents
T-test
T-test was used to determine whether there is a significant difference between the means of two groups.
Formula:
𝒓√𝒏−𝟐
𝒕=
√𝟏−𝒓𝟐
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Where:
𝑛 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
𝑟=
√[𝑛 ∑ 𝑥 2 −(∑ 𝑥)2 [𝑛 ∑ 𝑦 2 −(∑ 𝑦)2 ]
Chi-Square
Compares two variables in a contingency table to see if they are related.
Formula:
(01−𝐸 )2
𝑥2 = ∑ 1
𝐸1
Where:
C = degrees of freedom
O = observed value
E = expected value
I = “ith” position in the contingency table
Arbitrary Scale of Values
Table 2
Questionnaire’s Likers Scale, Range of Means and Interpretations
Scale Range of Means Interpretation
4 3.26 – 4.0 Highly Competent

3 2.51 – 3.25 Competent
2 1.76 – 2.50 Moderately Competent
1 1.0 – 1.75 Low Competent
Table 2 shows the four-point Likers scale to be able to determine the result of the data. It defines the verbal
interpretation of each point, 4 is the highest score which is equivalent to Highly Competent, 3 – Competent, 2 –
Moderately Competent, and 1 which is the lowest score mean Low Competent.

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Republic of the Philippines

ARMY’S ANGELS INTEGRATED SCHOOL

benefits or more specifically good career opportunities.

ARMY’S ANGELS INTEGRATED SCHOOL

competencies that a student must apply to achieve a good career opportunities.

Background of the Study

their college degree.

ARMY’S ANGELS INTEGRATED SCHOOL

careers and actually in demand for most.

industrial equipment or develop energy technology.

busy for decades.

ARMY’S ANGELS INTEGRATED SCHOOL

FIGURE 1. (Planned Happenstance Theory)

John Krumboltz's planned happenstance theory makes it OK to not always plan,

to benefit from unplanned events. This theory is called planned happenstance.

events positively. In particular, counselors foster in their clients:

ARMY’S ANGELS INTEGRATED SCHOOL

circumstances and events. Optimism to maximize benefits from unplanned events.

Learning-cognitive competence; Communication competences; Information competences. Is there a significant

achieved a good career opportunities?

apparatus; Analysis and interpretation of the students and student’s profile.

ARMY’S ANGELS INTEGRATED SCHOOL

INPUT PROCESS OUTPUT

5. Based on the result of

ARMY’S ANGELS INTEGRATED SCHOOL

STATEMENT OF THE PROBLEM

1. What is the profile of the STEM students in terms of the following:

2.1 Learning-cognitive competence

3. Is there significant difference between the assessments of the groups of respondents?

4. Is there assessment of the respondents significantly affected by their profile variables?

ARMY’S ANGELS INTEGRATED SCHOOL

Significance of the Study

kinds of competencies for STEM students to achieve career opportunities.

them be successful on getting opportunities.

Scope and Limitation of the Study

focuses only on the competency level of the STEM students of AAIS.

ARMY’S ANGELS INTEGRATED SCHOOL

Addition - the action or process of adding something to something else.

Cautiously - in a way that deliberately avoids potential problems or dangers.

Complication - a circumstance that complicates something; a difficulty.

Competencies - the ability to do something successfully or efficiently.

Contents - satisfy (someone) or a state of satisfaction.

Curriculum - the subjects comprising a course of study in a school or college.

Decisively - in a manner that settles an issue convincingly or produces a definite result.

Extremely - to a very great degree; very.

Gradually - in a gradual way; slowly; by degrees.

conscious thought or on the basis of little evidence.

ARMY’S ANGELS INTEGRATED SCHOOL

Informative - providing useful or interesting information.

Perception -Addition - the action or process of adding something to something else.

Primarily - for the most part; mainly.

Presentable - clean, well dressed, or decent enough to be seen in public.

Sequentially - by forming or following a logical order or sequence.

Specifically - in a way that is exact and clear; precisely

Superior - higher in rank, status, or quality.

AAIS - Army’s Angels Integrated School.

DepEd - Department of Education.

STEM - Science Technology Engineering and Mathematics.

ARMY’S ANGELS INTEGRATED SCHOOL

REVIEW AND RELATED LITERATURE

reading also has the following advantages:

ARMY’S ANGELS INTEGRATED SCHOOL

debates based on controversial students’ judgments; 6) the possibility to conduct various